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A study by Jerome I. Rotgans and Henk G. Schmidt showed a correlation between three teachers' characteristics and students' situational interest in an active learning classroom. Situational interest is defined as "focused attention and an affective reaction that is triggered in the moment by environmental stimuli, which may or may not last over ...
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The American high-school geometry curriculum was eventually codified in 1912 and developed a distinctive American style of geometric demonstration for such courses, known as "two-column" proofs. [49] This remains largely true today, with Geometry as a proof-based high-school math class.
In 1984, Merrilee Finley's ethnographic study of “suburban high school” drew attention to the practice of teacher tracking—the matching of teachers to tracked classrooms. [37] Finley found that at suburban, advanced, high-track classes were considered by teachers to be the most desirable classes to teach, and were taught by the most ...
The Mathematical Association of America (MAA) is a professional society that focuses on mathematics accessible at the undergraduate level. Members include university, college, and high school teachers; graduate and undergraduate students; pure and applied mathematicians; computer scientists; statisticians; and many others in academia, government, business, and industry.
Studies further show that teachers cannot assess the learning style of their students accurately. [54] In one study, students were asked to take an inventory of their learning styles. After nearly 400 students completed the inventory, 70% did not use study habits that matched their preferred learning method. [55]
The survey instruments were intentionally created to conceal the source of the questions in order to reduce reader-bias towards standardized testing. They were then disseminated to more than 1,500 qualified high school math teachers [5] that were randomly selected from a pool of every high school (both public and private) in the United States ...
Starting in 1966, teachers from nine junior high and high schools, mostly in the New York metropolitan area, began getting training in the study program at Teachers College. [9] Such training was crucial since few junior high or high school teachers knew all the material that would be introduced. [12]